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Abstract

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.